Year Four

Achievement Standards

Knowledge, Understandings and Skills

Elaborations

Sample Units

Key Inquiry Questions

How can we care for God’s creation?
What was Jesus’ law of love and how can I live it?
How do I read the Bible?
What is a parable and do I know any that Jesus told.
What is a ritual?
What is the Rite of Confirmation?
How did Jesus show he cared for all people?
Who was St Francis of Assisi?
What is the Rosary and why is it important?
How can I write my own prayers?

Wondering Questions

I wonder how I can look after God’s creation.
I wonder how I can be loving like Jesus wants me to be.
I wonder about parables.
I wonder how I celebrate.

I wonder about the four part structure of the Eucharistic ritual.

I wonder how Jesus treated people.
I wonder about Mary and her special prayers.
I wonder if Jesus prayed
I wonder if I can write my own prayers

Achievement Standards

By the end of Year Four, students will demonstrate ways of living in harmony with and caring for God’s creation: themselves, others and the environment. Students locate texts within the Bible by book, chapter and verse. Students identify and reflect upon key parables from the New Testament.

By the end of Year Four, students explore lived celebrations and compare them to the structure of a religious ritual. Students compare the celebration of the Eucharist to the four part structure of a religious ritual.

By the end of Year Four, students recall ways Jesus reached out to the poor, the lonely and the outcast. Students identify ways Christians can reach out to those in need.

By the end of Year Four, students can understand and say, in unison a number of traditional prayers including the Prayer of St Francis and a decade of the Sorrowful Mysteries of the rosary.Students compose, read and pray different forms of Christian prayer.

Beliefs

Knowledge and Understandings

God’s people are called to love God and one another.
CCC 1706, 1822
God is creator of all and all of creation is good.
God blesses us with the gift of creation and entrusts people with the care of creation.
CCC 343

Skills

Students typically will:

Demonstrate ways of living in harmony with and caring for God’s creation.
Identify some elements of the interdependence that exists in the created world (bees and plants; sun and moon etc.).
Describe how human beings have misused God’s creation and name solutions to environmental concerns.

Jesus loves all people.
Jesus calls all people to live the law of love.
“Love God , love others as yourself’
Living Jesus’ way of life is discipleship.
CCC 459

Identify how Jesus’ new commandment influences people to live as followers of Jesus.
Identify how Christians’ show they are Christians by their love. (e.g. Caritas, St Vinnie’s, Missions)
Identify ways in which people can live the ‘law of love’.

The Bible’s referencing system is structured according to book, chapter and verse.
Jesus taught in parables.
Parables – the use of images, characters, setting, and the historical context can assist the reader to make meaning of Scriptural teachings.
CCC 546

Identify some features of text organisation namely book, chapter, verse.
Identify and explain language features of parables, namely images, characters, vocabulary and settings.
Explore their own experiences and imagining, retelling key parables from the New Testament and reflecting on how these stories can help people to live a Christian life.

Mary is a source of strength to all people especially those in need.
CCC 64, 489, 967

Say a decade of the rosary using Rosary beads.
Compose prayers asking the intercession of Mary.
Wonder on scripture passages that tell about Mary.

Knowledge and Understandings

Skills

Students typically will:

Illustrate their understanding that the Mass is a communal celebration of Christians’ lives in Christ.
Compare the celebration the Mass to other celebrations in their lives.
Name the structure of a Religious Ritual and group aspects of the Mass into this same structure:
Gather
Listen
Respond
Go

The structure of a religious ritual includes:
Gather
Listen
Respond
Go
The Eucharist is also structured this way.

Morality

Knowledge and Understandings

Skills

Jesus identified with the poor, the lonely, the sick, and the outcast.
CCC 544, 545

Articulate ways that Jesus exercised his mission and identified with the poor , the lonely and the outcast.
Identify those who are outcasts and treated unfairly in today’s society and suggest ways Christians are called to affirm the dignity of every human being.

St Francis of Assisi cared for the poor, the outcast and the environment.

Investigate attributes in the life of St Francis of Assisi and how he showed dignity to all people.
Identify the Franciscan Spirituality and how it can be implemented today.

Prayer

Knowledge and Understandings

Traditional prayer -know a number of traditional Catholic prayers and develop an understanding of the meaning of these prayers:Prayer of St Francis

Skills

Students typically will:
Participate regularly through recitation the prayers that have been learned in Prep-Yr3.
Investigate the person of St Francis and creatively respond to the prayer of St Francis

Stations of the Cross

Meditate on the Stations of the Cross and sequence them in the correct order.

The Rosary – Praying the rosary is a meditative prayer practice in the Christian tradition.
CCC 2678, 2708, 2617
Pray a decade of the rosary (Sorrowful)

Say, individually and in unison, a decade of the Rosary using Rosary beads and meditate on the mysteries individually using visual or creative clues such as liquid pictures or mime.
Our Father
Ten Hail Marys
Glory Be
Prayer of Fatima (optional said by teacher)

There are different forms of Christian prayer:
blessing and adoration,
petition and intercession,
thanksgiving and praise. CCC 2644

Recognise different ways of praying within the Catholic tradition.
Compose, read and pray different types of prayer.
CCC2644

Retell scripture that shows Jesus as a man of prayer.
Wonder about the scripture:
Luke 11:5-13 the importunate friend
Luke 18:1-8 the importunate widow
Luke 18:9-14 the Pharisee and the Tax collector

Beliefs

Knowledge and Understandings

Elaborations

Suggested Scripture

God’s people are called to love God and one another.

God is creator of all and all of creation is good.

In groups students make a collage of their favourite creation images and find music to match it, present to class.Using digital camera images create a slideshow of how we encounter God in our lives.
Participate in some class Guided Meditation experiences using material from Michael Mangan’s Be Still: Creation Meditations. Incorporate these into a class prayer celebration.

Psalm of creation
eg 147 and 148, 104

God blesses us with the gift of creation and entrusts people with the care of creation.

Read the book, All I Wanted to Know All about God by Virginia L. Kroll and name the ways in which God has been revealed to the characters in the story. Use the format of the story to create a class big book and have different groups work on the illustrations for each page.
After reading Grandad’s Prayers of the Earth invite students to create a collage or painting of their interpretation of their own prayer of the earth.
Set up a creation display area and sacred space e.g.
a table or area set aside for prayerful reflection and ritual where students can bring along evidence of God’s creation such as cocoons, tadpoles, shells, evidence of human growth through photos.
Decorate and use as a heading the words “You give new life to the earth” Psalm 104.

Write a personal response to some of the stories of the Dreaming focusing on what we learn about the
relationship between mankind and the environment

Jesus loves all people.
Jesus calls all people to live the law of love.
“Love God , love others as yourself’
Living Jesus’ way of life is discipleship.

Name and display the values associated with being a follower of Jesus e.g. Respect, consideration,
Use the Virutes App - Harmony cards for Kids to explore how they can identify these virtues in others and themselves.

Use the prayer ‘I saw Jesus today’ as a base for identifying characteristics of Jesus in the children.
Look a the MJR resource on this website for ideas on how to enact being a disciple of Christ. Create a class prayer that enables us to be conscious of the challenge for us to live as Jesus calls us to live.

John 13: 34-35
The New Commandment

The Bible’s referencing system is structured according to book, chapter and verse.

The Catholic Bible is a collection of 73 books, written
by numerous authors who were inspired by God.Create a mind map with examples of different types
of genres found in the New Testament.
Share this information using an EEKK, round
robin, fishbowl discussion…(teaching Strategies Resource Book)
Refer to Ryan, M. Expressions, Book 4 (2003) p 64
and Teaching The Bible (2001) and work through
suggested activities e.g. make a Bible library, create
a bible artefact collection, Compile radio reports,
Who is who in the Bible? etc.

Round Table: Who can you name from the New
Testament? What events can you name? How
many books of the New Testament can you name?
How many places can you name? (Teaching
Strategies Resource Book)

Jesus taught in parables.
Parables – the use of images, characters, setting, and the historical context can assist the reader to make meaning of Scriptural teachings.

Identify the genres of narrative and parables in the
Gospels and give examples of each.
Tell students about parables: stories that Jesus told
that reveal messages about the Kingdom of God.
These stories are meant to challenge and change
the way we think about the world.
Encourage students to display possible messages
from the parables they have studied.
Students create items/characters that can help to
retell a parable.
Use Godly Play strategies to wonder about these parables:
The persistent friend Luke 11:5-8
I wonder
The persistent widow Luke 18:1-8
I wonder
The lost sheep Luke 15:3-7
I wonder

Use a Story Ladder strategy (Teaching Strategies
Resource Book) to retell some selected stories from Jesus’ life.

Parables:
The persistent friend
Luke 11:5-8

The persistent widow
Luke 18:1-8

The lost sheep
Luke 15:3-7

Mary is a source of strength to all people especially those in need.

Write, Pair, Share Individually students list what they know about Mary. They share their lists with a partner. Bundle all similar information together.

Provide lots of different images of Mary. Ask students to consider:
- Have you seen any of these images before? Where?
- Which one do you like? Why?
- How do you feel when you see these images?
- What qualities do you associate with Mary in the images?

Read/tell the story of the Wedding of Cana (Jn 2: 1–12) in pictorial form. Students become a newspaper reporter for the ‘Canaan Times’ and write a report on the incident.
- What did you see?
- What did you hear?
- What did people do?
- What do you think about the incident?
- How do you explain what Mary said and did?
How do you explain what Jesus said and did?

Students will complete a Venn diagram comparing their lives and Mary’s model of discipleship - Me /Mary

John 2: 1-12
The Wedding at Cana

Sacraments

Knowledge and Understandings

Elaborations

Suggested Scripture

Our Church remembers, celebrates and gives thanks for the life, death and resurrection of Jesus.
Celebrations include: people gathering,
stories told, food shared, leave-taking.
The structure of a religious ritual includes:
Gather Listen Respond Go
The Eucharist is also structured this way.

Students get into groups as discuss the way Catholics celebrate when they get together at the mass. Students record and share ther response on a retrieval chart:
What do we need
What do we do
Why do we go
Where do we gather.
Compare the differences and similarities between the times we gather at home and the times we gather at the Mass.
Review the feeding stories in the Gospel of Mark.
Make a collection of pictures/photos of people eating. Use magazines , internet, etc to locate pictures of people eating alone, in groups, at home. wonder about the images
I wonder how they are feeing
I wonder what kinds of foods are in the picture
I wonder how they would feel if the food wasn't there.
Remebering: share memories of special celebrations.
Use the headings:
who gathered
what stories were told
what food was eaten.
Did they take anything home. What did they say when they left.
use photos/pictures to classify elements of a celebration:
people gather
people listen to each other
people share and give thanks
people leave.

The Holy Spirit has an important role in the life of Jesus, Mary and the Disciples.
The Holy Spirit is given to all people and this gift is received in the Sacrament of
Confirmation.

I wonder what confirm means?
Write the word Confirmation on the word wall and find other words that are similar in meaning- approval, endorsement etc.
Maurice Ryan Expressions Book 3
Listen , read and wonder about the Scripture passages about the Holy Spirit and using a retrieval chart identify the words and images of the Holy Spirit.
Design a visual presentation of their understanding of the Holy Spirit.
Brainstorm with students names of brands that they know such as sporting teams, clothing companies ans so on. List these names. In the next column, ask students to suggest what these manes could signify. Tigers are tough and aggressive, drink brands suggest cool ans quenching thirst. In the final column, ask students to suggest alternative names that would signify the opposite of their names, such as lambs instead of tigers. Discuss the way that names give identity to a person or groups.
Mix up the parts of the Rite of Confirmation and have them reorder them in the correct sequence and then draw a picture of what happens.

Jesus identified with the poor, the lonely, the sick, and the outcast.

Display large sheets of paper around the room. In the middle of each sheet write key words from the scriptural text on paper, e.g. friendship, Jesus Christ, love, reconciliation and forgiveness. Students write or draw any ideas that are sparked by the words.
Students are given the opportunity to consider the qualities of a friend by completing the following sentence starters:
- A good friend is someone who …
- The thing I look for in a friend is …
- I am a good friend when I ...
- Jesus was a good friend when …
Students can dramatise, illustrate, write about, concept map or chat to a classmate about their responses.
Students create people paper chains, cutting out linked people. On each person write a quality that they look for in a person who is caring and loving.

John 13: 34-35
The New Commandment

Jesus blesses the children
The Pharisee and the Tax Collector
The Good Samaritan

St Francis of Assisi cared for the poor, the outcast and the environment.

Read Psalm 148. Examine St Francis of Assisi’s Canticle of Creation (www.franciscanfriarstor.com/stfrancis/stf_thecanticle.htm) and note the influence of the psalm. Students write their own psalm of
praise for the gift of God’s love in creation.

Create a KWL to begin an inquiry into the life of St Francis of Assisi.

Psalm 148

Prayer

Knowledge and Understandings

Elaborations

Suggested Scripture

Traditional prayer -know a number of traditional Catholic prayers and develop an
understanding of the meaning of these prayers:
Prayer of St Francis
Stations of the Cross

Explore and describe the four types of vocal prayer (these are found on the Prayer yr 3-Yr 6 page of Teaching resources
Prayers of thanks
Prayers of petition
Prayers of praise
Prayers of sorrow
Immerse students in these forms of prayers.
Students select one prayer type and compose a prayer.
Students work in small groups to create their communal prayer and sacred space.

Rosary – Praying the rosary is a meditative prayer practice in the Christian tradition.
Pray a decade of the Rosary (Sorrowful)

Divide the class into five groups:
give each groups one of the following scripture reference:
Matt 26:36-39
Matt 27:25-26
Matt 27:28-29
John 19:17-18
Luke 23:45-46
Using a freeze frame present the scripture.
Wonder about Mary and how she displayed courage and strength and understanding.
Learn and pray in unison the prayers in a decade of the Rosary.
Make a decade of the Rosary beads for children to use.

There are different forms of Christian prayer:
blessing and adoration,
petition and intercession,
thanksgiving and praise.

Children revisit and respond to the inquiry questions asked in the orientation phase:
How is prayer a part of people’s lives?
How is prayer a part of my life?

Give students a variety of prayers which they sort and classify using some of the following headings:
- Traditional Prayers
- Formal and Informal Prayers
- Praise, Thanksgiving, Petition and Sorrow
- Meditation
- Contemplation

Jesus prayed.

Students role play Jesus praying and teaching the disciples to pray.
Students share times and experiences when they have prayed.
What prayers do they say?
Do they pray alone or with someone?
Where do they pray?

Advent Teaching and Learning Strategies Year four

Knowledge and Understandings

Activities

Resources

The Advent wreath helps us to mark the time during Advent. The circle of greenery reminds us of God’s unending love. The candles mark the week. There are three purple candles and one rose coloured candle. We light the rose candle on the third Sunday of Advent.

Create an advent wreath.
Teacher information on the Advent Wreath can be found here
http://www.youtube.com/watch?feature=player_embedded&v=je4V1Hl4H-E

Make an Advent Wreath using a circle of greenery, three purple candles and one pink candle. Decorate it with berries or ribbons.

To know, worship and love Book 4 pp 144,149

K.8 Advent and Christmas Sydney CEO

“Wait in hope” – Nathaniel Ford As one voice for kids

At Mass each Sunday during Advent, we hear God’s call to make a new start in the way we live.

In Advent we prepare to welcome Jesus into our hearts at Christmas. We make changes in the way we live our lives who that we can me more like Jesus. It is a joyful time.

Ask:
How does an Advent wreathe help us to prepare for Christmas?
Collect photos of Advent wreathes in churches or homes
Explain that one candle is lit each week leading up to Christmas with the pink one being lit on the third week of Advent as a sign of hope that Christmas is nearly here. The lighting of the candles of the Advent Wreath reminds us of the coming of Jesus who was the “light of the world”.
Use the Advent Wreath for morning prayer. Light candles each day according to the weeks of Advent and use a prayer. Each day as you light the appropriate candles you might also recall some of the people who waited for the coming of the Jesus.

“Advent chant” – Elaine Kirkland & Phil Porter As one voice for kids

KWL ch 18, p139

Creative Activities for the Liturgical Year: Preparatory Level has a related student activity in ‘Advent Year A Student Resource 1’

There are some prayers on this site:
http://www.loyolapress.com/prayer-for-lighting-the-advent-wreath-candles.htm

Students could make their own Advent Wreath to take home or a 2D version where they add a flame to the candle each week.

Christmas Teaching and Learning Strategies Year Four

Knowledge and Understandings

Activities

Resources

Christmas is one of the most important seasons that the Church celebrates. We remember that God came into this world many years ago as a baby named Jesus. We think about how Jesus can come into our lives now and how we can be more like him.

Luke 2:1-20

Tell the story of the first Christmas Crib – St Francis of Assisi in the village of Greccio in Italy in 1223.

Share the story of Fr Joseph Mohr and “Silent Night”

The story of “Brother Froilan’s Carving” tells how a monk using his wood carvings was able to bring the story of Jesus to Spain.

Visit the Christmas crib in your parish.

In the AP store, there is a Nativity book that could be useful in class.

The story of “Papa Panov” highlights how we can meet Jesus in our lives today.